CLASSROOM OBSERVATION/
TEACHER INTERVIEW
School Name:
Teacher Name/Endorsement(s):
Classroom #:
Grade:
# of Students:
Date:
Period/Time:
Model
Dual Language
Maintenance
Enrichment
Indigenous Language Revitalization
Transitional
ESL/ELD
Class Observed
Spanish Language Arts
* Italics indicate
Native American Language Arts (Language ________________ )
Fully
INDICATORS
Evident
possible questions for teachers.
ESL/ELD
Content Area
Partially
Not Evident
Evident
Educational Plan for Student Success (EPSS)
1. How do the EPSS goals guide your classroom instruction? (Teacher must indicate
knowledge of goals and demonstrate relationship to instruction.)
Comments:
Parent Notification and Involvement
2. How are parents involved in informing and supporting the school community’s efforts
relative to bilingual education and the education of English language learners ?
Comments:
Instruction
3. How are the New Mexico Content Standards and Benchmarks utilized in
planning your lessons?
4. How is the curriculum sequential from grade to grade?
5. How does the school/district support teacher’s professional development
needs?
6. Instruction in the home language (Spanish/Native American) is delivered
through a full immersion approach (Translation is avoided).
7. Home Language Arts instruction time corresponds with the amount of time
devoted to English Language Arts instruction.
8. The content area instructional program is delivered appropriately in English
and the Home Language.
9. Instruction in English as a Second Language/English Language Development
is delivered through a full immersion approach. (Translation is avoided.)
10. There are adequate and appropriate instructional materials in the target
Language of the class for Language Arts, ESL and the content areas.
11. The class schedule corresponds to the actual program observed.
12. Lesson plans are available and current.
13. The student’s culture is valued and acknowledged in the classroom
environment.
14. The classroom environment is conducive to learning.
Based on the New Mexico Public Education Department’s Bilingual Multicultural Education Bureau’s Technical Assistance Focused Monitoring Visit Documentation
CLASSROOM OBSERVATION/
TEACHER INTERVIEW
Comments:
INDICATORS
Fully
Evident
Partially
Evident
Not Evident
Assessment/Evaluation
15. How does the teacher use results from ACCESS testing, IPT testing, and
academic data to make instructional decisions?
16. Additional classroom student assessment data is available in English and
Home Language (Grade books, portfolios, charts, work samples, etc.).
Comments:
Based on the New Mexico Public Education Department’s Bilingual Multicultural Education Bureau’s Technical Assistance Focused Monitoring Visit Documentation